The relationship between intelligence measurement and culture has received growing recognition in Zambia since political independence. The Panga Munthu Test (PMT) was developed to provide a more accurate and culturally appropriate assessment of intelligence for children in a non-Western society. This article describes the test's rationale, its administration and scoring procedures, and progress toward its standardization in Zambia. Scores of a large, nationwide sample of children are presented and their variations analyzed by age, grade, gender, and residence (urban versus rural). Two complementary approaches are offered for arriving at reference norms to guide the interpretation of individual scores. The implications for future test development and individual assessment of intellectual functioning in primary school-aged children in Africa are discussed. USES AND PROBLEMS OF COGNITIVE TESTING IN AFRICA Structured tests of cognitive functioning are probably the most widely marketed product of applied developmental psychology. Yet, despite their technical sophistication, the most widely known of those tests, which claim to provide an objective index of general intelligence (or IQ), are often the targets of severe criticism. In Africa, the focus of such criticism most often centers on the likelihood of cultural bias. Though these tests' predictive validity may appear to be supported by evidence of their correlation with school achievement in Africa, this may only reflect a process of circular corroboration. The school curricula into which African students showing the greatest academic aptitude are selected are heavily saturated with the Western cultural orientation that informs both the form and the content of the tests (Serpell, 1974, 1984). Indeed, the very concept of intelligence is so deeply embedded in a complex network of interdependencies among the values, practices, and technology of Western culture that it may well be counterproductive to seek a culture-free definition of what it means, let alone a culture-fair measure of its manifestation (Berry, 1974; Sternberg, 1984). Discussions with indigenous informants in several rural African communities have led many researchers to conclude that the terminology used for the evaluation of intellectual functioning does not map in a simple one-to-one correspondence with Western ideas about this domain (Bissiliat, Laya, Pierre, & Pidoux, 1967; Dasen et al., 1985; Serpell, 1974, 1977; Wober, 1974). For instance, among the Chewa people of Zambia, the search for an understanding of the concept of intelligence may be both different from, and perhaps less important than, the search for an understanding of nzelu, a term used to represent several aspects of personality, including cognitive alacrity, social responsibility, and wisdom, in ways that only partially overlap with the English concept of intelligence (Serpell, 1993). Nevertheless, an objectively reliable method for assessing the general intellectual competence of an individual would be a valuable resource for a number of socially significant activities in the contemporary world. In the context of mental health services, professional psychologists are routinely requested for an estimate of a patient's intelligence as an important ingredient for the process of clinical diagnosis. Among the several defining characteristics of the condition known as mental retardation (or severe intellectual disability) is a general weakness in learning new tasks (Serpell et al., 1988). In the field of education, psychologists often base their advice to teachers and parents on the consistency (or lack thereof) between the general intelligence of a student and his or her level of performance on academic tasks. A child who is intelligent, yet not performing well at school probably has different needs than a less intelligent child obtaining similar grades in class. In addition to these routine applications of intelligence testing in professional applied psychology and education, researchers often find it relevant to inquire about the relationship between intelligence and other aspects of behavior. …
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